Background and aim: Teachers have the most important roles in education of young people in societies. Their quality of life (QOL) and Self-Efficacy (SE) can effect on their performance and consequently on their students, directly or indirectly. The purpose of this study was the evaluation of teachers` QOL and SE in different education levels. Methods: In a descriptive analytical study, 471 teachers that employed in the primary, secondary and high schools of Shahrekord city were selected in a cluster randomization. Self-efficacy was assessed by Schnauzer’s teacher’s SE scale and quality of life was evaluated by SF-36. The data collection was conducted using self-administered questionnaires. Data were analyses using t-test, analysis of variance, Toki and Chai-square methods. Results: Based on the findings, 92.5% of the participants were married, 84.6% were formal employees, and 97.9% had graduated from the universities. Besides, their mean age was 40.18±5.60 years and the average of their work experiences was 18.49±6.46 years. The mean score of the teachers’ QOL was 68.69±12.17 that the highest rate belonged to the primary school teachers and the lowest rate was seen in the secondary school teachers (P<0.01). Furthermore, the mean of the participants’ SE was 28.77±4.44 with the highest rate, in the primary school teachers and the lowest rate, in the high school teachers (P<0.05). Conclusion: According to the results, all of the participants in each education level had relatively good QOL and moderate professional SE. This study showed that there are a significant, positive relation between teachers` QOL and their professional SE. So it is important to assess and apply the appropriate methods to increase the SE of Shahrekord teachers.